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The Pamphlet Collection of Sir Robert Stout: Volume 27

Appendix—D

page 53

Appendix—D.

Art, and History of Education. These lectures, founded in the year 1873, consist of three courses extending, with short intervals, over the year.

First Course.

Course of ten lectures on Mental Science for Teachers, by James Sully, M.A., Examiner in Mental and Moral Science in the University of London.

I.—Science of Mind and its bearing on Education—Three-fold division of Mind: Feeling, Knowing, and Willing—Laws of Mental Operation—Nervous conditions of Mental activity—Attention and Mental Life.
II.—Development of Mind on the side of Feeling, of Knowing, and of Willing—Order of Development of Faculties—Native or original Capability—Principles of Heredity.
III.—Sense-knowledge—Five Senses and muscular Sense—Discrimination of Sense-impressions—How the Child learns to refer Impressions to External Objects—Perception—Observation—On the training of the Observing Powers of Children—Kindergarten Exercises, &c.
IV.—Reproductive Imagination or Memory—Laws of Association—Attention and Repetition—Conditions of Memory—Varieties of Memory—Learning by Rote—Mnemonics.
V.—Productive or Constructive Imagination—Imagination and Discovery—Inventiveness—Fancy—Play and its uses—Imaginative Literature.
VI.—Conception, or the formation of Concepts—Comparison—Abstraction and Generalization—Names—Resemblances—The Art of Questioning, and the Definition of Names.
VII.—Judgment and Reasoning—Analysis and Synthesis—Inductive and Deductive Reasoning—Cause—Applying rules to new cases—Exercise of Reasoning Power by Mathematics, Natural Science, &c.
VIII.—Second Division of Mind, Feeling—Laws of Pleasure and Pain—Classification of the Emotions—Children's Feelings—On the cultivation of Emotion—Sympathy—Taste—The Moral and Religious Sentiment.page 54
IX.—The active side of Mind, or Will—The beginnings of Action—Reflex and Instinctive Movement—Spontaneous Movement—Association, and the acquisition of new Actions—Imitation—Obedience—The Formation of Habits.
X.—Higher stages of Will-growth—Development of Motives—Deliberation and Choice—Subordination of lower to higher Motive—Formation of Moral Habits—Character—Discipline and its uses.

Second Course—history of Education.

Course of ten Lectures by Oscar Browning, M.A., Lecturer on the History of Education in the University of Cambridge.

The lecturer proposes to trace the growth of educational ideas and practices, and thus to contribute to the clear understanding of our present position of the principles already established. Attention will be directed chiefly to the great educational theorists and inventors of methods, who have lived since the revival of learning, and have had the greatest influence on practice.

I.—Greek Education—Music and Gymnastics—Plato and Aristotle.
II.—Roman Education—Oratory—Quintilian.
III.—Education in the Middle Ages—Renaissance—Reformation—Humanistic Education—Sturm.
IV.—Realistic Education—Ratke—Comenius.
V.—Naturalistic Education—Montaigne—Rabelais.
VI.—English Humanism, Ascham—English Realism, Milton.
VII.—English Naturalism—Locke.
VIII.—The Jesuits and the Jansenists.
IX.—Rousseau.
X.—Pestalozzi and Fröbel.

Third Course—practical Teaching.

By the Rev. Canon Daniel, M.A., Principal of the Training College, Battersea.

I.—The Aims of Education.
II.—The training of the Senses, Hand and Voice.
III.The Art of Teaching.
IV.The Art of Teaching.
V.—History.
VI.—Geography.
VII.—Arithmetic and Geometry.
VIII.—Language.
IX.—Literature.
X.—Discipline.
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Appendix—E

This College has been established for the purpose of providing a sound, practical, and scientific training for those whose intention it is to become masters in middle and higher schools. The Council have obtained the City of London Middle Class School as a practising school. The course of study in the upper division of the College is of one year's duration, and is specially arranged to meet the requirements of the teachers' examination of the University of Cambridge and the London teachers' diploma. It includes practical work in school classes; the physiological basis of education, especially in relation to health and to the development of the mental faculties; the elements of mental and moral science in their application to the education of children; the history of education; and the examination and criticism of various methods of teaching school subjects. Technical lectures on school management, organization, apparatus, &c., are provided. The students spend some hours every day, during the course, in teaching or observing lessons given in the practising school, under the constant supervision of the Principal. A lower course is organised for students under eighteen.

The Council includes among others the following gentlemen:—Rev. Dr. Butler, head-master of Harrow School; Rev. G. C. Bell, M.A., head-master of Marlborough College; Rev. W. Haig Brown, L.L.D., head-master of Charterhouse; Oscar Browning, Esq., senior fellow of King's College, Cambridge; The Very Rev. the Dean of Westminster; H. W. Eve, Esq., M.A., head-master of University College School, London; J. G. Fitch, Esq., H.M.I.S.; Rev. F. B. Guy, D.D., head-master of Forest School, Walthamstow; Rev. T. W. Jex-Blake, D.D., head-master of Rugby; Rev. Brooke Lambert, vicar of Greenwich; Samuel Morley, Esq., M.P.; Frederick Pennington, Esq., M.P.; Rev. Canon Percival, D.C.L., president of Trinity College, Oxford; Rev. G. Ridding, D.D., head-master of Winchester College; Rev. T. W. Sharpe, H.M. Inspector of Training Colleges; Henry Sidgwick, Esq., Trinity College, Cambridge; F. Storr, Esq., chief-master of Modern Subjects, Merchant Taylors' School; Rev. E. Thring, M.A., head-master of Uppingham School; Rev. J. M. Wilson, M.A., head-master of Clifton College; R. Wormell, Esq., D.Sc., head-master of Middle Class Schools, Cowper Street, E.C.

Further information may be obtained on application to the Principal—H. Courthope Bowen, Esq., M.A., The Schools, Cowper Street, City Road, London.

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Appendix—F.

Candidates must be (1) Graduates, or (2) have passed the Higher Local Examination, or (3) have matriculated at the University of London, or (4) have passed the L.A. Examination.

The subjects of examination are—

I.—Theory of Education: (a) The scientific basis of the Art of Education, viz.:—Characteristics of childhood and youth; order of development and laws of growth and operation of mental faculties; natural order of the acquisition of knowledge; development of the will; formation of habits and of character; sympathy and its effects. (b) Elements of the Art of Education, viz.:—Training the senses, memory, imagination, and taste; the powers of judging and reasoning; training the desires and will; discipline and authority; emulation, its use and abuse, rewards and punishments.
II.—History of Education: (a) General knowledge of systems, work of eminent teachers, and theories of writers on education. (b) Detailed knowledge of special subjects selected yearly—those for 1883 and 1884 being Milton's Tractate on Education, the Life and Work of Pestalozzi, and the Life and Work of Froebel.
III.

—Practice of Education: (a) Method—Order and correlation of studies, oral teaching, exposition, text-books, note-books, questioning, examining, special methods for various subjects, (b) School Management—Structure, furniture, and fitting of school-rooms; books and apparatus; visible and tangible illustrations; classification, time-tables, registration, warming, ventilation, and hygiene, &c., &c.

A special paper will also be set containing a small number of questions of an advanced character on each of the above three subjects.

IV.—The Syndicate will further award certificates of practical efficiency in teaching to candidates who have already obtained a certificate of theoretical efficiency, and have been engaged in school work for a year in some school or schools recognised for this purpose by the Syndicate. The bases of the certificate will be:
1.Examination of the class taught by the candidate.
2.An inspection of the class while being taught.
3.Questions put to the teacher in private after the inspection.
4.A report made by the Head Master or Mistress.

A fee of £2 10s. shall be paid by each candidate. Application should be made to Mr. Oscar Browning, M.A., Kings College, Cambridge.

page 57

Appendix—G.

No candidate shall be admitted to this examination unless he shall have previously graduated in the University, nor unless he have paid a fee of £5.

Candidates shall be examined in the following subjects:—

I.—Mental and Mural Science in their relation to the Work of Teaching.

Observation, and the Training of the Senses—Association: Memory—Reasoning—Imagination—The Will, and how to Train it—Habit and Character—Authority and Discipline—Rewards and Punishments—The Conduct of the Understanding.

II.—Methods of Teaching and School Management.

The Structure Fitting, and Furniture of School Buildings—Sanitary conditions of Effective Teaching—Physical Exercises, Drill, and Recreation—Books and Apparatus—Registration of Attendance and Progress—Organization of Schools—Classification of Scholars—Distribution of Duty among Assistants—Apportionment of Time—The Co-ordination and Division of Studies—Examination, Viva voce and in Writing—The use of Oral Lessons and of Book Work—Methods of Teaching and of Illustrating each of the Subjects included in an ordinary School Course—Preparation of Teaching Notes—Tests and Records of Results.

III.—The History of Education; the Lives and Works of Eminent Teachers; and the Systems of Instruction adopted in Foreign Countries.

In addition to a good general knowledge of the History of Education, special books and subjects will be announced from year to year. The special subjects for 1883 will be:—

Roger Ascham—The Schoolmaster.

Locke—On the Conduct of the Understanding.

Arnold—Higher Schools and Universities in German.

IV.—Practical Skill in Teaching.

The examination shall be both written and practical, and shall extend over three days. Candidates shall not be approved by the Examiners unless they have shown a competent knowledge in all the subjects of examination, and have given satisfactory evidence of practical skill in teaching. A certificate, to be called the "Teachers Diploma," under the Seal of the University, and signed by the Chancellor, shall be delivered at the public presentation for degrees to each candidate who has passed. Application should be made to the Registrar, University of London, Burlington Gardens, London.

page 58

Appendix—H.

The Diplomas are of three grades: Associate, Licentiate, and Fellow, for which candidates must have taught at least one, two, and five years respectively. The fee is one, three, or six guineas.

Candidates who are not graduates of a British University must he examined in certain general and some selected special subjects, and all must be examined in the following subjects:—

Theory and Practice of Education.

1.Mental and Moral Science: Mind, Intellect, Association, Abstraction, Generalization, the Will and Voluntary Power, Control of Feelings and Thoughts, the Emotions, Habit.
2.Physiology with reference to the Laws of Health and Physical and Mental Education.
3.Logic and its application to Education.
4.Government of a School, including Lesson-giving and Criticism of Methods; School Organization in all its departments.
5.History of Education and Educational Methods; distinguished Educators, English and Foreign; Methods and Organization of Schools and Colleges of note at home and abroad.

Application should be made to the Secretary, C. R. Hodgson, B.A, 42 Queen Square, Bloomsbury, London.

Appendix—K.

I.—What do you understand exactly by the organisation of a school? Describe in full the organisation of the best school you have ever seen.
II.—Describe the best arrangements you have seen in action for securing proper ventilation in a school. What expedients would you page 59 employ in a school in which these arrangements did not exist? Write full notes of a lesson on fresh air, and the best way of securing it.
III.—Explain the processes of hearing and of seeing; and say by what sort of school exercise the eye and the ear may be trained. Distinguish between sense, sensation, sensibility, and sensitiveness.
IV.—What have you learned about the mental laws and processes concerned in the act of remembering? Distinguish between those school lessons which ought, and those which ought not, to be committed to memory; and give your reasons.
V.—In the study of arithmetic, what kind of mental power is specially called into exercise? Give an example of the mode in which you would teach some arithmetical rule, with a view rather to the intellectual training of the learner than to the attainment of a correct answer to a sum.
VI.—What do you mean by the "converse" of a proposition? Give some examples. Say whether there are any cases in which the converse of a proposition is necessarily true.
VII.—In recent official instructions, examiners are counselled to ask children rather for the meaning of short sentences and phrases than for definitions or synonyms of single words. Why is this caution necessary? Give some examples of what is meant, and mention some exceptional cases (if any) in which it is useful and right to require formal definitions of separate words.
VIII.—Analyse the faculty called attention; and show to what extent it is, or is not, dependent on the will. Specify the sort of lessons or other expedients by which the habit of fixed attention can best be formed and strengthened.
IX.—What is meant by "Induction?" Sketch out a lesson by which the inductive method is employed, taking one of these subjects:—
(a)Passive Verbs.
(b)The properties of water.
(c)Climate.
X.—What part of the moral character of a child is specially within the range of a teacher's influence? Mention any means, other than direct lessons, by which you hope to aid in the formation of right principles and habits among your scholars.page 60
XI.

—"One may be a poet without versing; and a versifier without poetry."—Sir Philip Sydney.

Suppose, in giving an "English" lesson to your highest class, you wished to make the meaning of this sentence clear, what examples and explanations would you give?

XII.—Sketch out a list of suitable subjects for lessons in elementary science, in the lower Standards of a school in which it is intended to take up either Mechanics or Animal Physiology as a specific subject in Standard V.

Appendix L.

The historical portion of this pamphlet, having been read at Educational meetings, has attracted the attention of the Rev. Dr. R. J. Bryce of Belfast. In a letter which appeared in the Educational News of the 24th March, he gives some most interesting notes of his share in the early attempts to found Chairs of Education in the Scottish and Irish Universities. With his kind permission, the greater portion of the letter is here reproduced.

"In 1828," he says, "I published a pamphlet,1 in one section of which I advocated at length the view, so eloquently set forth by Dugald Stewart and his successor, that education ought to be reduced to a science founded on the philosophy of the mind, and urged that Chairs should be established in the Universities to teach it. The work of my friend, Professor Pillans, to which Mr. Ross referred, and which advocates the same view more briefly, was published at the same time, neither of us being aware that the other was writing on the subject. This coincidence of view led to more frequent communication between us personally and by letter, which ripened our acquaintance into intimacy. My pamphlet was sent by a common friend to the late Lord Brougham (then Mr. Brougham), whose warm and generous praise of it induced me to call on him the next time I was in London (1830). I found that he had been thinking long and page 61 earnestly on the subject, and had gone into it far more profoundly than any man I had ever spoken to. In fact, he was the only statesman I ever conversed with, except one (to be mentioned immediately), who really understood what education is.

"About the same time another friend, Mr. James Emerson (afterwards Sir J. Emerson Tennant), to whom I had given a copy of my pamphlet when published, wrote me that he had shown it to Mr. Wyse, M.P. for Tipperary, who was preparing a bill to establish a system of national education for Ireland, and who earnestly desired my remarks, and would send me the bill when printed. He did so; I criticised it freely; and the correspondence soon led to an intimate friendship. Before Mr. Wyse could get his bill through the House of Commons, Mr. Stanley (afterwards Earl of Derby), then Chief Secretary for Ireland, established, by an Act of the Executive, without waiting or asking for the consent of Parliament, the so-called ' Irish National System of Education,' and Mr. Wyse dropped his bill.

"An essential part of my scheme was the establishment of two or three new Universities in Ireland, each of which should have a Chair of Education. (In that portion of the pamphlet which dealt with education in Scotland, I proposed the establishment of Education Chairs in all the Scotch Universities, and that a ticket for that class should be required for the degree of M.A.) Mr. Wyse cordially and enthusiastically adopted this idea, and persistently advocated it in Parliament for more than twelve years; and in every speech he made on the subject, honourably acknowledged the source from which he derived his ideas—a rare thing for statesmen to do. During all this time he and I were in constant communication, and working together for our common object. At length the late Sir Robert Peel, to escape out of a political difficulty in which he was placed by the pressure brought to bear on him by two hostile sects (each of which wanted money for a college to suit its own views), established, not the three Universities we wanted, but three provincial colleges, without the power of granting degrees, and without Professorships of Education. The fact is, Peel was not looking to the interests of education at all. His one object was to satisfy, as cheaply as he could, the Presbyterian and Roman Catholic clergy. The whole scheme of education in the colleges was arranged with all the absurdity that might have been expected from the ' meddling and muddling' of people who undertook a business which they did not understand. Afterwards the three colleges were bound together by an examining board (absurdly called a University), and thus their students were enabled to obtain degrees.

"Had Mr. Wyse remained in Parliament, something might probably have been done for Education Chairs; but soon afterwards he was sent out to Greece as British Ambassador, and there was no one to take up his mantle."

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1 Sketch of a Plan for a System of National Education for Ireland; including Hints for the Improvement of Education in Scotland. By R. J. Bryce, A.M., Principal of the Belfast Academy. 128.